VOlUME 06 ISSUE 04 APRIL 2023
1Premalatha a/p Sathianarayanan,2Nor Hasnida binti Che Md Ghazali,3Izazol binti Idris
1,2,3Faculty of Human Development Sultan Idris Educational University
DOI : https://doi.org/10.47191/ijsshr/v6-i4-04Google Scholar Download Pdf
ABSTRACT
This study was carried out to identify teachers' knowledge and attitude toward implementing Program i-THINK in nine districts in Selangor state. A survey design was employed using a seven-point Likert Scale structured questionnaire. Respondents were selected using a multi-stage sampling procedure involving 500 teachers from nine districts in Selangor. Descriptive analysis was conducted to find the mean and standard division. The internal consistency reliability, often known as the alpha coefficient or Cronbach Alpha, was used to assess the instrument's reliability. This study proved the teachers had the highest knowledge level (5.35 mean value). The attitude level among the teachers towards the Program i-THINK is also the highest, with (a 5.23 mean value). This study shows that teachers well receive the Program i-THINK. Besides, these findings have the potential to be benchmarked on the status of implication Program i-THINK in Malaysia, particularly in Selangor. However, continuous monitoring should be carried out by the Ministry of Education to ensure the implication of Program i-THINK by teachers. This study implies that Program i-THINK should be used to enhance the teachers' knowledge and attitude on a larger scale to help the success of the Program i-THINK.
KEYWORDS:Program i-THINK, Knowledge, Attitude
REFERENCES
1) Best, J. & Kahn, .(1977). Education research. 9th ed. Chicago: University of Illinois.
2) Davis, L.L. (1992). Instrument review: Getting the most from your panel of experts.Applied Nursing Research 5: 194-197
3) Farah Aziana Abdul Aziz & Fadzilah Abd Rahman. (2018). Sorotan Kajian Kesediaan Guru dan Keperluan Guru Bahasa Melayu Dalam Pelaksanaan Kemahiran Berfikir Aras Tinggi Di Bilik Darjah [Literature review on teachers readiness and the need of Malay language teacher in implementing Higher Order Thinking Skills in the classroom].Pendeta Journal of Malay Language, Education and Literature, 9(1), 80-101.
4) Isa, N. S. M., & Mahamod, Z. (2021). Tahap pengetahuan, sikap dan masalah guru bahasa Melayu terhadap penerapan kemahiran berfikir aras tinggi dalam pengajaran dan pembelajaran komsas. Asian People Journal (APJ), 4(1), 93-107.
5) Good, T.L. and Brophy, J.E. (1986) ‘School effects’, in Wittrock, M. (ed.), Third Handbook of Research on Teaching, New York: Macmillan, pp.570–602.
6) Khairuddin, A. Z., Abd Razak, A., Idrus, F., & Ismail, N. A. H. (2019). Challenges of Offering Peace Education among Educational Leaders: A Case Study of Malaysian Public Primary School. American Journal of Qualitative Research, 3(1), 57-71.
7) Kementerian Pendidikan Malaysia. (2012a). Dasar Pendidikan Kebangsaan. Edisi ke-3. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan Malaysia.
8) Layang, F. A., & Mahamod, Z. (2019). Tahap Pengetahuan, kesediaan dan sikap guru Bahasa Melayu sekolah rendah dalam melaksanakan pengajaran dan pembelajaran peta pemikiran i-Think. Jurnal Pendidikan Malaysia, 44(1), 37-44.
9) Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research 35: 382– 385
10) Mohd Majid Konting (1990), Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
11) Muhamad Sidek Said & Ahamad Rahim. (2012a). Inovasi pengajaran dan pembelajaran melalui program i-THINK. Kertas kerja dibentangkan di IPGM International Convention in Teacher Learning & Development, Pearl International Hotel, Kuala Lumpur, 19-21 Nov 2012.
12) Muhamad Sidek Said. (2013). Aplikasi menggunakan "thinking map" dalam program praktikum KPLD Di Tadika Yayasan Islam Terengganu, Seberang Takir, Kuala Terengganu. Kertas kerja dibentangkan di Seminar Kajian Tindakan Peringkat Kebangsaan, Tanjung Vista Hotel, Kuala Terengganu, 23-25 April 2013.
13) Norazilawati Abdullah, Kung-Teck Wong, Noraini Mohamed Noh, Mahizer Hamzah, Nor Hasnida Che Md Ghazali (2019). An Evaluation of Implementing the Dual Language Programme (DLP) among Science and Mathematics Teachers. International Journal of Recent Technology and Engineering, 8(4), 13–15. https://doi.org/10.35940/ijrte.c4250.118419
14) Nor Hasmaliza Hasan. 2016. Persepsi guru bahasa melayu sekolah Menengah Kebangsaan terhadap Penerapan KBAT dalam pengajaran dan pembelajaran. Tesis Sarjana Pendidikan. Fakulti Pendidikan: Univeristi Kebangsaan Malaysia.
15) Roslan, A. R., Roselizam, D., & Noradilah, A. W. (2020). Sikap dan tingkah laku guru terhadap penggunaan peta pemikiran i-Think dalam proses pengajaran pendidikan Islam di sekolah.(Attitude and behaviour of teachers towards the use of i-Think maps in the teaching of Islamic Education in schools). Asian People Journal, 3(2), 24-35.
16) Sekaran, U. (2009). Research methods for business 4th edition. Hoboken.
17) Shamsazila Sa’aban. (2018). Penilaian Program i-Think di Sekolah Wilayah Persekutuan Kuala Lumpur.Universiti Malaya, Kuala Lumpur.
18) Shamsazila Sa’aban, Muhammad Faizal Abdul Ghani & Ghazali Darusalam.(2017). Pendedahan Program i-THINK di Peringkat Sekolah Mengikut Pendekatan Sekolah Secara Menyeluruh: Satu Kajian Awal. Jurnal Kepimpinan Pendidikan, 4(2):2-20.